Sheila correl ifla2010_s74

Developing Inclusive Models

of Reference and Instruction to Create

Information Literate Communities

Sheila Corrall

Professor of Librarianship & Information Management

Information School, University of Sheffield, UK

[email protected]

Reference

and

Information

Services

Integrated continuum or constant tension?

Reference service and information literacy are

both

− central to the professional practice of librarianship

− developing and diversifying in the digital world

− enhanced by collaboration and partnership

Relationships are problematic/poorly articulated:

− does reference include information and instruction?

− does information literacy include formal teaching and

informal learning support, e.g. paraprofessionals?

− are these areas of activity operating in continuing

tension/opposition or mutually supportive/enhancing?© Information School / The University of Sheffield 2010

Reference Work & Information Literacy

Different interpretations

American practice British practice

Information•Ready reference (quick answer) questions

•Bibliographical verification

•Research questions

Guidance•Readers’ advisory services

•Term paper counselling

•Bibliotherapy

Instruction•One-to-one

•Group

•Technology-enhanced and online tutorials

Reference questions

• Administrative and

directional enquiries

• Author/title enquiries

• Fact-finding enquiries

• Material-finding enquiries

• Research enquiries

(Bopp & Smith, 2001) (Grogan, 1991)

© Information School / The University of Sheffield 2010

Reference & Information Services

Similar definitions‘…recognize when information is needed and have the

ability to locate, evaluate and use effectively the needed

information’ (American Library Association, 1989)

‘…knowledge of one’s information concerns and needs,

and the ability to identify, locate, evaluate, organize and

effectively create, use and communicate information to

address issues or problems at hand’ (Unesco, 2003)

‘…knowing when and why you need information, where

to find it, and how to evaluate, use and communicate it in

an ethical manner’ (CILIP, 2004)


Trends and developments• End-user searching of online information resources

• Resource-based, inquiry-based, independent learning

• Tiered services, paraprofessional staffing, roving support

• Integrated and embedded information literacy teaching

• Electronic, digital and virtual reference (e.g. Second Life)

• Point-of-need instruction at desks, by email and via chat

• Inter-organisational and multi-professional collaboration

• Development of institutional policies and strategies for IL

• Formalisation of library educational and training roles


Reference & Information Services

Blended services and skillsets

• Transformation of the reference desk into a ‘technology

and learning desk…centralized, blended service point’

where peer mentors, blended librarians and IT staff

‘provide impromptu hands-on learning opportunities’

• Redefinition of the librarian as a ‘blended librarian’ who

‘combines the traditional skillset of librarianship with the

information technologist’s hardware/software skills, and

the instructional or educational designer’s ability to apply

technology appropriately in the teaching-learning

process’

(Sinclair, 2009: 507; Bell & Shank, 2007: 8)© Information School / The University of Sheffield 2010

‘combining a variety of interprofessional skills

and new ways of thinking’ (Bell & Shank, 2007: 150)

Structured

Learning

Unstructured

Learning

Academic

Competencies

Library / Information

Service

Competencies

Tailored

Navigational

Support

Tutorial

Support

Mediated

Library-Based

Tasks

LIS User

Education

Mediated Access

To Databases

Information

Skills Education

Modelling styles

of learner support

(John Fielden Consultancy, 1993: 25)© Information School / The University of Sheffield 2010

Structured

Learning

Unstructured

Learning

Academic

Competencies

Library / Information

Service

Competencies

Tailored

Navigational

Support

Tutorial

Support

Mediated

Library-Based

Tasks

LIS User

Education

Mediated Access

To Databases

Information

Skills Education

Modelling styles

of learner support

(John Fielden Consultancy, 1993: 25)© Information School / The University of Sheffield 2010

Teachable moments

(Face-to-Face/Digital)

Paraprofessionals

Curricular provision

(Classroom/Online)

Teaching librarians

Strategic issues – staffing

Who should be involved in reference/information

services and what should their roles be, e.g.

− Professional monopoly, defined responsibilities and

delegated tasks or flexible multi-level teamwork?

− Informative answers, instructive guidance or

pragmatic needs-based individual responses?

Evidence from the field suggests many people need and

want to develop their information-handling capabilities

(in all library and information service environments)


Questions for discussion

Strategic issues – skillsets What mix or blend of competencies is required for

current informational and educational roles, e.g.

− Information-based competencies: sources/searches?

− Technology-based competencies: systems, VLE, etc?

− (Inter)personal competencies: reference interview?

− Organisational and managerial competencies?

− Pedagogical competencies: teaching techniques,

instructional design, learning theories?

Contemporary literature recognises extended skillsets

for formal teaching, but not for informal tutoring…



Strategic issues – planningHow should libraries articulate their information and

instruction roles and goals in policies and strategies, e.g.

− Separate reference and/or information literacy statements, to

define the activities undertaken and communicate their value?

− Incorporate in general library and/or institutional documents, to

co-ordinate related activities and highlight their relationship?

− Relate to or collaborate with external initiatives and partners, to

facilitate cross-sectoral, national and global developments?

− Formulate comprehensive workforce development plans, to

include teaching know-how for all staff with instructional roles?

Holistic inclusive strategic planning is needed to fulfil our

professional mission to develop information literacy



Examples of inclusive practice• The Scottish Information Literacy Project

− a cross-sectoral collaborative framework to support

information literacy development from early years to

education, employment and lifelong/lifewide learning

• Oxford University Library User Education Policy− explicit acknowledgement of the role of frontline staff

in developing information skills when assisting users

• Sheffield University Learner Support Programme− broadening the community of practice for IBL beyond

liaison librarians to customer services and IT staff



Inclusive staffing and training

‘Learning opportunities will be provided in a range of

formats such as online tutorials, lectures, hands-on

seminars and one-to-one assistance’

‘All staff with contact with readers will be trained to be

aware of the importance of developing information skills

in readers when they provide assistance’

‘All staff involved in user education and induction should

have clear understanding of relevant educational theory

and should be effective teachers’

(Oxford University Library Services, 2005)


‘We need to have a top-down, grass-roots

and inside-out approach’ (OULS, 2005)

A new model of learner support

with a new staff training programme

• Information literacy− strategic importance

− Seven Pillars Model

− information skills resource

• Learning theories/styles

• Institutional pedagogies− Inquiry-Based Learning (IBL)

• Teaching techniques− individual learner support


• Technological competence− virtual learning environment

− Web 2.0 tools

• Communication and

teamworking

• Reflection

Action learning methods − IBL, VLE and Web 2.0

(University of Sheffield 2009-10)

Conclusions

• Technological advances have expanded and diversified

reference services and information literacy education

• Demand for education is growing and instruction

features strongly in face-to-face and digital reference

• Paraprofessionals are often involved in informal teaching

but not included in pedagogical development initiatives

• Policies and strategies tend to neglect informal teaching

and may fail to connect related activities effectively

• Corporate and network-level strategies are needed to

promote multi-professional and cross-sectoral working


Developing Inclusive Models of

Reference and Instruction

Information School, The University of Sheffield www.shef.ac.uk/is

Centre for Information

Literacy ResearchSheila [email protected]